Middle School The Earth, Moon, and Seasons Samuel Bonser

MI-NGSS Performance Expectation

MS-ESS1-1. Develop and use a model of the Earth-sun-moon system to describe the cyclic
patterns of lunar phases, eclipses of the sun and moon and seasons. [Clarification Statement:
Examples of models can be physical, graphical, or conceptual.]

Objectives
The learner will:
1. Develop a model that represents the moon phases.
2. Identify relationships between the Earth, Earth’s tilt, sun, moon, and solar energy.
3. Identify patterns of the sun, moon, and stars, ellipses, and seasons.
4. Develop and use a model to explain patters and relationships of the sun, moon, and
stars, ellipses, and seasons.

Materials and Setup

Engage:
- The Earth, Moon, and Seasons PowerPoint- slides 1-6

Explore:
- Exploring The moon and Light Packet- 1 per each student
- Light source (flashlight, lightbulb, etc.) -1 per group of 3/4 students
- Ball, size of a tennis ball – 1 per group
o Recommend adding different colors so notice different areas on the ball

Explain:
- The Earth, Moon, and Seasons PowerPoint- slides 7- 10

*Teacher can use objects from the Explore part of the lesson to help explain the terms
and events

Elaborate:
- Earth Model Packet- 1 per group 3/4 students
- Plain copy paper- 4 per group
o These can be attacked and stapled as part of the Earth Model Packet
o You can also choose to use colored paper, so students do not need to color in
the different parts.
- Scissors – 1 per group
- Glue sticks- 1 per group
- Popsicle sticks- 2 per each group
- Pipe cleaner- 1 per group
- Coloring supplies- 1 per group
- Magnets (optional)- 2 per group
- Tape- about 5 3inch pieces per group
Safety
- Basic safety uses with scissors, and magnets
- Make sure students are careful with flashlights and light sources

Requisite Knowledge/skills for students:

- Knowing the weather for each of the seasons

Differentiation:
- This lesson accommodates multiple learning needs. This lesson places the students in table
groups which allows for shy or struggling students to work off of others ideas’ and help
incorporate some thought into the overall answer.

Procedure:

Engage (30-45 minutes)

The teacher will ask probing questions displaying them on a PowerPoint which will allow the
students to think about what they have experienced or learned in pervious classes or units
related to the seasons, moon, Earth, and Earth axis/tilt. The teacher should allow students to
get into groups or pairs and have a discussion about each of the following questions. After each
question the teacher will call on groups to share their answer and experiences. The goal of this
activity is not to give the students answers but instead get them thinking about all of these
ideas, understand classroom misconceptions, and get students excited for this unit. The teacher
should emphasize to the students to try and back some of their answers with personal
experiences (e.g., “I saw the moon this morning on the way to school”). Below are some
probing questions with both answers and common misconceptions the students might say:
- “Why do we have seasons?”
o Answer: Due to the tilted axis of Earth, this causes the sunlight to be directed
differently throughout the year. More direct sunlight equals warmer summer
months, more stretched and spread-out sunlight equals colder winter months.
o Misconception: student will think the distance between Earth and the sun plays
a factor; closer to the sun equals warmer, not understanding the tilt.
- “How often can we see the moon, at what time, and what does it look like? (have
students try to use personal experiences to answer this question.)
o Answer: In a perfect world without clouds, almost every day and night except for
the phase new moon or phases that are very close to a new moon. The moon
has many phases: new moon, waxing crescent, first quarter, waxing gibbous, full
moon, waning gibbous, last quarter, and waning crescent.
o Misconception: Some students will think the moon always comes out at night
and might not notice all of the phases.
- “Does the Earth rotate, if so, do you know what direction it does, how long does it
take to make a full rotation?”
o Answer: Yes, the Earth rotates, on an axis that is 23.5 degrees tilted north. It
rotates counterclockwise, if you are facing south and spin clockwise the sun will
 set from East to West like it normally does. It takes about 24 hours to make a full
rotation when focusing on the sun but takes 23:56 hrs. when focused on stars.
o Misconceptions: Some students will think:
▪ The Earth is spinning but not on a tilted axis
▪ The Earth is spinning clockwise
▪ Everything else is moving and Earth is staying still.
- “What else does the Earth do besides rotate/ spinning? Time?”
o Answer: The Earth orbits and takes 365.25 days to fully go around the sun.
o Misconception: The students might not fully understand that the Earth both
spins while also orbiting around Sun. They also might not know about the extra
0.25 day each year and why that leads to leap year in our calendar.
- If extra time is allowed the teacher can ask more question revolving around leap year
and why leap year only comes every 4 years.
o Answer: due to the orbit being 365.25 days and not exactly 365. The leap year is
there to reset the calendar, so all of the dates don’t get offset by 1 every 4 years.

Throughout this lesson the teacher should be taking notes on what questions the students
struggled along with any misconceptions that should be addressed.

Explore (45 minutes)

The students will work on the Moon, Sun, and stars packet in groups of 3 or 4. Through the
packet the students will look at moon data to identify patterns they notice when it comes to
different phases of the moons. Students will answer the corresponding questions. Then
students will then raise their hands when they are finished with the first section and the
teacher will give them the supplies to complete the next two sections. Students will then follow
the packets directions for the Lightbulb and Ball Activity and complete the activity while
answering the corresponding questions. Through this activity students will uncover ideas about
the tilt of a ball and how this plays a factor in the amount of light specific areas on the ball
receive. The students will then work on the last section of the packet, One ball, one light, one
head, do the activity and answer the questions. Through this activity students will discover how
an object (ball) moving around another object (head) can affect the way we view an object due
to the light being blocked.

During this lesson the teacher should be observing, taking notes, and asking probing questions
to get the students thinning further about what they answered, below are a few examples for
this lesson:
- What did we discover about the patterns with the moon? Why do you think it is about
29 days?
- Based off of the data and the activities you have been doing, do you think we can see
the moon all the time?
- Why do you think I asked you to spin counterclockwise in the directions?
- If the direction of the light is changing because of the tilt of the ball, what would that
mean if the ball was Earth? How would that affect us?
*This can be carried into the Explain lesson

*The moon data in the packet was taken from a very useful website and instead of including
the data in the packet, the teacher could make the students go to the website to find the
information and more information.

Explain (30-40 minutes)

After the students finish the packet the teacher will call on students to share their answers and
findings to the class and the teacher can encourage a classroom discussion. The teacher should
make sure the students get the correct answers and can explain more where needed. The
teacher should then take notes on who struggles and still has misconceptions.

The teacher will then present a PowerPoint discussing the students’ findings and introduce
them to proper vocabulary and correct ideas about their findings. The teacher can explain
common misconceptions they had like not knowing the Earth was tilted or that the seasons
were caused due to the tilt of the Earth and not the distance from the sun. The teacher will first
discuss the moon and its phases using vocab words (see The moon and its phases below) and
referring back to the Explore activity, discussing the Data table and images they drew (slides 7-
8). Then the teacher should explain the Earths tilt and the seasons referring back to what the
students discovered in the Explore lesson. The teacher should include new vocab, (see The
Seasons for required vocabulary) (slide 9). Lastly, the teacher should have a conversation about
leap year and what the purpose of it is based on the new knowledge gained from both the
explain lesson and Explore activity (see Extra Vocabulary for required vocabulary) (slide 10).

Important vocabulary/ phrases:

The moon and its phases:
- Moon phases: new moon, waxing crescent, first quarter, waxing gibbous, full moon,
waning gibbous, last quarter, and waning crescent.
- Solar eclipse
- moon and sun align blocking the view of the sun.
- Lunar eclipse
- Earth’s shadow hides view of moon, moon behind earth.

The Seasons:
- Ellipse
- The Earth’s Obit shape
- Earth’s axis tilt
- Tilts towards North star (Polaris)
- 23.5 degrees North
- This is the main cause for the seasons
- Summer solstice
- Most hours of daylight in the year
- Sun is directly overhead the Tropic of cancer
 - Winter Solstice
- Least hours of daylight in the year
- Sun is directly over the Tropic of Capricorn
- Equinox
- 12hr daylight, 12 hours sunlight
- Sun is directly over the equator

Extra Vocabulary:
- Orbit
- What you call when Earth goes around the sun
- Rotate/spin
- 24hrous for earths full rotation around Earth’s axis
- Leap Day/year
- Extra day added every 4 years due to the earth orbiting 365.25 days a year.

Elaborate (45 minutes)

Students will create a model that represents the earths tilt and axis, the moon and its phases,
and the sun. For this model students will need the following materials:
- Earth Model Packet- 1 per group 3/4 students
- Plain copy paper- 4 per group
o These can be attacked and stapled as part of the Earth Model Packet
o You can also choose to use colored paper, so students do not need to color in
the different parts.
- Scissors – 1 per group
- Glue sticks- 1 per group
- Popsicle sticks- 2 per each group
- Pipe cleaner- 1 per group
- Coloring supplies- 1 per group
- Magnets (optional)- 2 per group
- Tape- about 5 3inch pieces per group

Students should follow the directions provided for them on the packet. After the student build
their models, they will use their models to answer the following questions in their packet. The
teacher will go to each group and ask multiple questions to make sure they understand the
concepts as well as can demonstrate the concept on their model.
Questions:
- Using your model demonstrate why we have seasons on Earth
- What direction is the Earth tilting?
- Using your model explain why we don’t always see the moon as a full moon
- Using your model, demonstrate where the summer solstice and winter solstice would
be.
- Using your model, demonstrate how the Earth rotates around the sun as well as how
the moon move.
 - Using your model, demonstrate some moon phases we have learned.
o Teacher can call out different phases for the students to represent

Evaluate
Engage: The teacher will see and take notes on the students have prior background knowledge or
misconceptions on this topic.

Explore: The teacher will assess the students on reasoning and understanding skills especially
when it comes to interpreting data and making real-world connections with the last two activities
in the explore lesson.

Explain: The teacher will assess the students by asking them deeper thinking questions and seeing
what the students do and don’t understand based off of the prior two activities (Engage and Explore
activities).

Elaborate: The teacher will ask questions that require the students to answer them through their
models. The teacher will then assess the answers given by the

Scientific Background for the Teacher

The moon:
- Moon phases: new moon, waxing crescent, first quarter, waxing gibbous, full moon,
waning gibbous, last quarter, and waning crescent.
- Solar eclipse
- moon and sun align blocking the view of the sun.
- Lunar eclipse
- Earth’s shadow hides view of moon, moon behind earth.

The Seasons:
- Ellipse
- The Earth’s Obit shape
- Earth’s axis tilt
- Tilts towards North star (Polaris)
- 23.5 degrees North
- This is the main cause for the seasons
- Summer solstice
- Most hours of daylight in the year
- Sun is directly overhead the Tropic of cancer
- Winter Solstice
- Least hours of daylight in the year
- Sun is directly over the Tropic of Capricorn
- Equinox
- 12hr daylight, 12 hours sunlight
- Sun is directly over the equator
Extra Vocabulary:
- Orbit
- What you call when Earth goes around the sun
- Rotate/spin
- 24hrous for earths full rotation around Earth’s axis
- Leap Day/year
- Extra day added every 4 years due to the earth orbiting 365.25 days a year.

Resources:

https://planetarium.madison.k12.wi.us/mooncal/moonfaq.htm#19

https://www.youtube.com/watch?v=g3IUSHtxxzk&ab_channel=SethFriedman

https://www.timeanddate.com/moon/phases/

https://courses.lumenlearning.com/astronomy/chapter/eclipses-of-the-sun-and-moon/

https://blogs.jccc.edu/astronomy/lab-manual/experiment-two-lunar-
phases/#:~:text=Each%20of%20the%20phases%20of,and%20Sun%20in%20the%20sky.&text=
A%20crescent%20moon%20is%2045,degrees%20away%20from%20the%20Sun.

https://study.com/cimages/videopreview/videopreview-full/7lyg2lk6db.jpg

https://anshikasawaram.files.wordpress.com/2016/08/screenshot.png

https://c.tadst.com/gfx/600x337/december-solstice-dark.png?1

https://www.gannett-cdn.com/usatoday/editorial/graphics/2016/06/062016-Summer-
solstice_1.jpg

https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.pinterest.com%2Fpin%2
F342836590366369379%2F&psig=AOvVaw1li1ms0JOdEVXeoQ2sTbRU&ust=1614047939
909000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCJDO6aW8_O4CFQAAAAAdA
AAAABAO

https://c.tadst.com/gfx/600x337/tropical-year-illustration.png?1
PowerPoint slides
 Exploring The moon and Light Packet

Use the figure below to answer questions 1-5

1) About how many days does it take to go from New moon to First quarter? _________

2) About how many days does it take to go from New moon to full moon? ____________

3) How many days does would it take for the moon to make a full cycle? _____________

4) What do you think the moon phase names mean?

________________________________________________________________________

________________________________________________________________________
5) Below draw what you think the moon would look like for the following phases and
label or write why you think the moon would look like that? (Hint: Use the moon
phase names to help you draw)

When you and your group are finished with the first part of the packet quietly raise your
hand and I will come around to give you supplies and explain what you will do next.
 Lightbulb and Ball Activity

Directions: Have one team member take the ball and put a mark at the top of the ball
and a mark at the bottom of the ball. Then move it around the light in a circle and
answer the questions below.

1) When you move the ball around the light in a circle which parts of the ball receive
light?

2) What happens if you spin the ball? What parts of the ball will receive light?

Now angle/ tilt the ball down a little

Use this image to help keep the angle the same when you move the ball around the light.
Feel free to spin the ball but don’t change the overall angle of the ball.

3) What happens if you change the angle/tilt the ball in one direction and move the
ball around the light without spinning it but instead keeping the angle the same
the whole time? (use image above to help)

4) If you angle the ball like in number 3, will there be an equal distribution on light?

5) Compare the ball that was tilted versus the ball that was not. Is the amount of
sunlight for each area on the ball the same?
 One ball, one light, one head
One partner should stand and hold the ball at eye level with their arms out. The other
partner should hold the light at the same level as the partners head (use image below to
help). The partner with the ball then needs to slowly spin with their arms and ball staying
in the same potion. While doing this try to answer the following questions.

Answer all of the question looking at the ball from the viewpoint of the person holding the ball.

1) When you slowly spin counterclockwise what happens to the ball and the light that
shines on it?

2) What happens to the light on the ball when you spin halfway around (back facing
light)?

3) What does the ball look like when the ball is in line with the light?

4) When the partner who has the ball is looking at it, at what location(s) was the ball
fully lit up?

5) At what location(s) could the partner with the ball not see any light on the ball?

6) At what location(s)was the ball half lit up?

7) Why do you think the ball is not always lit up fully? Use this activity to back your
answer.
 Key:
1) About how many days does it take to go from New moon to First quarter? _____7____

2) About how many days does it take to go from New moon to full moon? ___about
15________

3) How many days does would it take for the moon to make a full cycle? _____29 days_

4) What do you think the moon phase names mean?

____Moon phase names help describe the postion of the moon around the earth and can
help describe someone rember how much of the moon is visible. E.g. Full moon- you can
see the whole moon ______

5) Below draw what you think the moon would look like for the following phases:

Area of the moon that is visible

Sunlight direction
 Lightbulb and Ball Activity
1) When you move the ball around the light in a circle which parts of the ball receive
light? The parts that are to the inside of the light

2) What happens if you spin the ball? What parts of the ball will receive light?
When you spin the ball different parts of the ball will get light or dark.

3) What happens if you change the angle/tilt the ball in one direction and move the ball
around the light without spinning it but instead keeping the angle the same the whole
time? (use image above to help)
Different parts of the ball receive the sunlight. The top will get more in some places
compared to others.

4) If you angle the ball like in number 3, will there be an equal distribution on light?
There is not an equal distribution of light, since it is angled some parts receive more
and others don’t receive much.

5) Compare the ball that was tilted versus the ball that was not. Is the amount of sunlight
for each area on the ball the same?
No, without it angled there is an equal amount of sunlight even when you move it
around the light or spin it. The tilted ball results in unequal amounts of sunlight.

One ball, one light, one head

1) When you slowly spin counterclockwise what happens to the ball and the light that
shines on it?
The amount of light and the lights shape on the ball changes.
2) What happens to the light on the ball when you spin half way around (back facing
light)?
There is no light displayed on the ball due to the partners head blocking the light
source.

3) What does the ball look like when the ball is in line with the light?
The ball is not lit up and you see an outline of the light source.

4) When the partner who has the ball is looking at it, at what location(s) was the ball
fully lit up?
Right before the partners head got in the way.

5) At what location(s) could the partner with the ball not see any light on the ball?
When the ball was directly Infront of the sun or when the ball was directly behind the
head.

6) At what location(s)was the ball half lit up?

When the partners ear was facing the light source.

7) Why do you think the ball is not always lit up fully? Use this activity to back your
answer.
Due to the partners head getting in the way and leaving their shadow on the ball.
 Explore Earth Model Packet
Below are the steps to making a model of Earth, the moon, and the sun

1) To make the Earth, Sun, and Moon we need to make paper balls. Cut out the circles
below and use those as tracers to cut out a total of 5 paper circles for each size of circle
(5 sun cutouts, 5 earth cutouts, 5 moon cutouts).

2) Color each circle:

a. Earth- blue and green
b. Sun- Yellow, orange, and red
c. Moon- leave white or light grey

3) Fold each ball in half (should look like a little mouth)

4) Put glue on one of the flaps of the folded in half ball and take another folded in half ball
and align the flaps so they stick on to one another. Repeat this step until you run out of
paper.
 5) Repeat this step for each type of circle (Earth, sun, and moon)

Earth Stand/ axis

1) Grab popsicles stick and hold it on magnet

2) Tape the popsicle stick down to the magnet (hint: make sure the axis for earth
represents how it is in the real world)

3) Slide the Earth ball onto the popsicle stick (might need to stretch the ball a little bit for
the popsicle stick to fit)
Adding the rest

1) Attach the sun to the popsicle stick (same as Earth)

2) Attach the moon to the pipe cleaner by pushing the pipe cleaner through the middle
opening of the ball

3) Attach the other end of the pipe cleaner to the earths stand

4) Put the second magnet under the table and watch the Earth orbit around the sun!

Now that we have built the model use it to try and answer the following question. I will come
around and ask you to explain your answers using your model.

1) Using your model, demonstrate how the Earth orbits around the sun as well as how the
moon moves. Also demonstrate a 24-hour day as well as a full year using the Earth and
model.

2) Using your model demonstrate why we have seasons on Earth

3) What direction is the Earth axis pointing?

4) Using your model explain why we don’t always see the moon as a full moon
5) Using your model, demonstrate where the summer solstice and winter solstice would
be.

6) Using your model, demonstrate some moon phases we have learned.

 Sun

Moon

Earth
Key

7) Using your model, demonstrate how the Earth orbits around the sun as well as how the
moon moves. Also demonstrate a 24-hour day as well as a full year using the Earth and
model.
Students should note that the Earth is orbiting as well as spinning. The moon rotates
around the Earth and takes about 29 days to make a full cycle. Students should spin the
earth around while keeping the axis the same to represent a 24hr day. They should also
move the Earth all the way around the sun to represent 365.25 days.

8) Using your model demonstrate why we have seasons on Earth

Students should show how the amount of sunlight changes due to the tilt of the axis of
earth. Students can move Earth around the sun and point to the areas who would get
the most sunlight depending on where Earth is relative to the sun.

9) What direction is the Earth axis pointing?

The Earth’s Axis always points north

10) Using your model explain why we don’t always see the moon as a full moon
Students should manipulate the moon, so it is Infront of the sun blocking earth’s ability
to see it creating a new moon.
11) Using your model, demonstrate where the summer solstice and winter solstice would
be. Students should manipulate the Earth so the most sunlight is on the Tropic of
Cancer for summer solstice and Tropic of Capricorn for winter solstice.

12) Using your model, demonstrate some moon phases we have learned.
Students should be able to manipulate the moon and demonstrate where the moon
would be in relationship with the Earth and sun for the following phases: new moon,
waxing crescent, first quarter, waxing gibbous, full moon, waning gibbous, and last
quarter.